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Which clippings match 'E-learning' keyword pg.1 of 5
12 MARCH 2014

NZ Virtual Professional Learning and Development programme

"The Virtual Professional Learning Development programme (VPLD) provides professional learning through an online Community of Practice (CoP). The VPLD offers flexibility of choice, time and approach, and is designed to fit in with what you are already doing as teachers and/or leaders.

Participants develop their own learning goals around projects that interest them, within a learning inquiry process. The aims are to raise participants' professional knowledge and skills, while also accelerating students' achievement of learning outcomes.

A fundamental aspect of participating in the VPLD is engagement in the VPLD online Community of Practice (CoP). The CoP offers a safe environment in which educators can discuss and challenge alternative points of view about pedagogy and practice, across disciplines and sectors."

(New Zealand Ministry of Education)

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TAGS

alternative points of view • Aotearoa New Zealandcommunity of practiceCoP • CORE Education • disciplinarity sectors • e-learningeducators • enquiry process • Hazel Owen • learning goalslearning outcomes • New Zealand Ministry of Education • pedagogy • personalising professional learning virtually • professional development • professional knowledge and skills • professional learning • student achievement • Te Kete Ipurangi • Te Tahuhu o te Matauranga • teachingteaching practice • Virtual PLD programme • Virtual Professional Learning Development programme (VPLD) • VPLD

CONTRIBUTOR

Simon Perkins
29 DECEMBER 2013

Some have always distrusted new things...

"Skepticism is not new to education. Emerging technologies are often viewed with fear and resistance. Just look at some of the history surrounding educational change.

'Students today can't prepare bark to calculate their problems. They depend upon their slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write.'–Teachers Conference, 1703

'Students today depend upon paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?'–Teachers Association, 1815

'Students today depend upon store–bought ink. They don't know how to make their own. When they run out of ink, they will be unable to write words or cipher until the next trip to the settlement. This is a sad commentary on modern times.'–Rural American Teacher, 1929

'Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away! The American virtues of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries.'–Federated Teacher, 1959"

(Michael Bloom, Professional Associates for Consultation and Training)

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1703 • 1815 • 19291959 • authentic practices • authenticity of thingsballpoint pen • bark • chalkconservative attitudesconstantly evolving technological platformcultural understanding of technologydistruste-learning • educational change • emerging technologiesfear of technologyinstrumental conception of technologylearning and teachinglooking backwards to the futureluddite • meaningful learning experiences • mistrust • naive perspectives • no batteries requiredorthodoxypaperparadigm shiftpen and inkpen and paper • resistance to change • resistant behaviourritualskeptical perspectiveskepticismslatestudent learning • teacher professionalism • teachingtechnical skilltechnological advancementstechnology and its impacttechnology as neutraltraditional processtraditional techniques • try out new ideas • unhealthy suspicion • use of technology

CONTRIBUTOR

Simon Perkins
27 DECEMBER 2013

Stephen Downes: Trends and Impacts of E-Learning 2.0 (as per 2007)

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TAGS

2007 • co-op learning • conferenceconnectivism • distributed representation • e-learninge-learning 2.0e-portfolioeducationeducation technologiesgame-based learning • immersive learning • intangible creations • keynote presentation • learning networkslearning objectsmobile learningonline learning • Online Learning Environment (OLe) • open coursewareopen learning • patterns of connectivity • Personal Learning Environment • pervasive learning • PLE • podcasting • RSS Writr • Stephen DownesTaipeiTaiwantrends • ubiquitous learning • video lecture • vodcasting • Writely (Upstartle)

CONTRIBUTOR

Simon Perkins
22 DECEMBER 2013

Global Technology Outlook 2013: Personalised Education

"An industry at the brink of transformation: The education industry is at the brink of an IT–enabled transformation. This transformation is driven by a demand for quality education that outstrips supply especially in the growth markets, misalignment between education and employment needs, and impatience with inefficiencies of education systems. For example, the government of Brazil is already funding students to go abroad because of a shortage of education infrastructure and quality educators. If growth continues to follow the existing trajectory, India will need about 800 more traditional universities than current levels today of about 350 universities.

Today, the most talked about application of technology to address these gaps is the advent of Massive Open Online Courses, or MOOC, which are growing rapidly. Several startups have emerged including Udacity, Khan Academy and Coursera, with millions of students enrolled across hundreåds of countries. Large amounts of new data are being created, which thus far is untapped for its potential.

What is Personalized Education: Education today is mainly delivered on a one size fits all basis. This is a key cause of the poor quality and inefficiencies associated with the industry. Educational institutions can learn from healthcare by drawing the parallels of doctors to educators, patients to learners, medicine/treatment to courses/learning, and payers to education loan providers. From a technology point of view, the use of electronic health data to form patient records, derive evidence, and provide patient–centric personalized healthcare can be extended to education, with the formulation of digital student records helping to inform and provide personalized learning pathways based on the capabilities of the learner and the desired outcomes.

Implications for the industry: The education industry is ripe for innovation, as new business models are instantiated on the emerging new sources of data, in particular the longitudinal learning data (tracking student information over multiple years in multiple schools). Predictive and prescriptive analytics will be applied to improve outcomes and efficiency. Clustering learners into groups, assigning new learners to existing clusters, identifying when a learner is deviating from a particular path are some possible outcomes. Prescriptive analytics would identify personalized learning pathways, track progress, and provide feedback to ultimately improve timely graduations and employability. Combined with industry demand data, supply estimates could be provided and targeted courses created with intakes tweaked to meet estimated demand. What will it take to succeed?: Ultimately there are many stakeholders who will be involved in improving education. This includes academic institutions, state education departments, students, learning management systems (LMS) and MOOC providers, government social service agencies and corporations. In order to achieve their often–shared goals, particularly to improve graduation and employment rates, they'll need to come together to create an open platform for sharing this data and insights from the analytics."

(William LaFontaine, 2013, IBM Research)

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TAGS

2013 • Alabama State Education • analyticsBrazilCourseradata integration • demand for quality education • Desire2Learn • digital student records • e-learningeducationeducation and employment • education industry • education shortage • electronic health data • healthcareIBM • IBM Global Technology Outlook (GTO) • IBM Research • IndiaKhan Academy • learning management systems • LMSlongitudinal learning dataMassive Open Online CoursesMOOCsone-size-fits-all solution • outcomes and efficiency • patient records • patient-centric • personalised educationpersonalised healthcarepersonalised learning • personalised learning pathways • predictive analytics • prescriptive analytics • Qatar Supreme Education • study abroadUdacity

CONTRIBUTOR

Simon Perkins
05 DECEMBER 2013

Interaction Design Education Summit 2014

Wednesday, 5 February 2014, Utrecht School of the Arts (HKU) at Hilversum (http://interaction14.ixda.org/venues/).

"At a moment in time where everybody and everything is constantly interacting – through the use of networks, apps, products, media and services – educating students to design these interactions is not only needed, but also a fundamental challenge. Rapid developments in society and technology put increasingly high demands on the knowledge and skills of future interaction designers. Challenging traditional institutions, some companies have started programs for in–house training. At the same time, alternative educational platforms – such as edX, Udacity and Interaction–Design.org – are offering open access to high–level learning materials.

To successfully address these developments, interaction design education might need to reinvent itself."

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TAGS

2014alternative educational models • alternative educational platforms • Amsterdamapprenticeship • Daniel Rosenberg • Delftdesign educationdesign professionalsdesign schoolse-learning • educating students • education summit • edX • Fred Beecher • Gillian Crampton Smith • Hilversum • HKU Games and Interaction • HKU Hilversum • in-house training • interaction designInteraction Design Association (IxDA)interaction design educationInteraction Design Foundationinteraction designers • Interaction14 • interactions • interactive dialogue • IxDA • Jared Spool • knowledge and skillslearning materials • media and services • new forms of apprenticeship • online coursesonline education servicesonline learningonline portfolioonline presenceopen accessopen online coursesprofessional developmentrapid changethe future • traditional institutions • TU Delft Design for Interaction • UdacityUtrechtUtrecht School of the Arts

CONTRIBUTOR

Neal White
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